Ken Hyland is an Honorary Professor at the University of East Anglia. He has published over 320 articles and 30 books on writing and academic discourse, with over 100,000 citations on Google Scholar. According to the Stanford/Elsevier analysis of the Scopus database, he has been the most influential scholar in language and linguistics for the past 5 years (2021–25). A collection of his work, The Essential Hyland, was published in 2018 by Bloomsbury.Paul Thompson is Reader in Applied Corpus Linguistics and Director of the Centre for Corpus Research at the University of Birmingham. He is Co-Editor-in-Chief of the Applied Corpus Linguistics journal and author of Interdisciplinary Research Discourse (with Susan Hunston, Routledge 2019).

• Preface Section 1 Conceptions of EAP 1 General and specific EAP 2 Academic literacies: a critical lens for a global academy 3 English as the academic lingua franca 4 CLIL, EMI or EAP: What’s the difference? Section 2 Pedagogic contexts 5 EAP in school settings 6 EAP pedagogy in undergraduate contexts 7 Pre-Sessional English for Academic Purposes 8 EAP support for postgraduate students 9 EAP at the Tertiary Level in China 10 The multi-faceted nature of writing centres in international higher education - adaptable, multilingual, multimodal 11 English for Research Publication Purposes (ERPP) Section 3 EAP and language skills 12 Academic reading for writing 13 Language and Academic Writing: Learning-to-Write and Writing-to-Learn-Language Perspectives 14 Dialogic interaction 15 Listening to lectures 16 Acquiring academic vocabulary Section 4 Research perspectives 17 Systemic Functional Semiotics and EAP 18 Corpus studies in EAP 19 Ethnographic perspectives on English for academic purposes research 20 Genre analysis 21 Multimodal approaches to English for academic purposes 22 Intercultural rhetoric 23 Critical perspectives 24 Diachronic studies in EAP Section 5 Pedagogic genres 25 Lectures 26 Textbooks 27 Seminars: student and expert research discussions 28 Three Minute Thesis presentations 29 PhD defences, vivas and confirmations 30 Digital pedagogic genres Section 6 Research genres 31 Genre approaches to theses and dissertations 32 The academic poster 33 Research articles 34 Academic presentations: A multimodal discourse analysis perspective 35 Digital research genres Section 7 Pedagogic practices 36 Needs analysis for curriculum design in academic settings 37 Materials and tasks for EAP 38 CALL and AI Literacy 39 Intertextuality and plagiarism 40 Corpus-based instruction in EAP 41 Online Language Learning and English for Academic Purposes 42 Artificial Intelligence: affordances and issues 43 Assessment of English for Specific Purposes Section 8 The EAP professional 44 EAP teacher education and development 45 Expertise in EAP Writing Instruction 46 Practitioner research into practice in EAP

Ken Hyland is an Honorary Professor at the University of East Anglia. He has published over 320 articles and 30 books on writing and academic discourse, with over 100,000 citations on Google Scholar. According to the Stanford/Elsevier analysis of the Scopus database, he has been the most influential scholar in language and linguistics for the past 5 years (2021–25). A collection of his work, The Essential Hyland, was published in 2018 by Bloomsbury.Paul Thompson is Reader in Applied Corpus Linguistics and Director of the Centre for Corpus Research at the University of Birmingham. He is Co-Editor-in-Chief of the Applied Corpus Linguistics journal and author of Interdisciplinary Research Discourse (with Susan Hunston, Routledge 2019).

• Preface Section 1 Conceptions of EAP 1 General and specific EAP 2 Academic literacies: a critical lens for a global academy 3 English as the academic lingua franca 4 CLIL, EMI or EAP: What’s the difference? Section 2 Pedagogic contexts 5 EAP in school settings 6 EAP pedagogy in undergraduate contexts 7 Pre-Sessional English for Academic Purposes 8 EAP support for postgraduate students 9 EAP at the Tertiary Level in China 10 The multi-faceted nature of writing centres in international higher education - adaptable, multilingual, multimodal 11 English for Research Publication Purposes (ERPP) Section 3 EAP and language skills 12 Academic reading for writing 13 Language and Academic Writing: Learning-to-Write and Writing-to-Learn-Language Perspectives 14 Dialogic interaction 15 Listening to lectures 16 Acquiring academic vocabulary Section 4 Research perspectives 17 Systemic Functional Semiotics and EAP 18 Corpus studies in EAP 19 Ethnographic perspectives on English for academic purposes research 20 Genre analysis 21 Multimodal approaches to English for academic purposes 22 Intercultural rhetoric 23 Critical perspectives 24 Diachronic studies in EAP Section 5 Pedagogic genres 25 Lectures 26 Textbooks 27 Seminars: student and expert research discussions 28 Three Minute Thesis presentations 29 PhD defences, vivas and confirmations 30 Digital pedagogic genres Section 6 Research genres 31 Genre approaches to theses and dissertations 32 The academic poster 33 Research articles 34 Academic presentations: A multimodal discourse analysis perspective 35 Digital research genres Section 7 Pedagogic practices 36 Needs analysis for curriculum design in academic settings 37 Materials and tasks for EAP 38 CALL and AI Literacy 39 Intertextuality and plagiarism 40 Corpus-based instruction in EAP 41 Online Language Learning and English for Academic Purposes 42 Artificial Intelligence: affordances and issues 43 Assessment of English for Specific Purposes Section 8 The EAP professional 44 EAP teacher education and development 45 Expertise in EAP Writing Instruction 46 Practitioner research into practice in EAP

Ken Hyland is an Honorary Professor at the University of East Anglia. He has published over 320 articles and 30 books on writing and academic discourse, with over 100,000 citations on Google Scholar. According to the Stanford/Elsevier analysis of the Scopus database, he has been the most influential scholar in language and linguistics for the past 5 years (2021–25). A collection of his work, The Essential Hyland, was published in 2018 by Bloomsbury.Paul Thompson is Reader in Applied Corpus Linguistics and Director of the Centre for Corpus Research at the University of Birmingham. He is Co-Editor-in-Chief of the Applied Corpus Linguistics journal and author of Interdisciplinary Research Discourse (with Susan Hunston, Routledge 2019).

• Preface Section 1 Conceptions of EAP 1 General and specific EAP 2 Academic literacies: a critical lens for a global academy 3 English as the academic lingua franca 4 CLIL, EMI or EAP: What’s the difference? Section 2 Pedagogic contexts 5 EAP in school settings 6 EAP pedagogy in undergraduate contexts 7 Pre-Sessional English for Academic Purposes 8 EAP support for postgraduate students 9 EAP at the Tertiary Level in China 10 The multi-faceted nature of writing centres in international higher education - adaptable, multilingual, multimodal 11 English for Research Publication Purposes (ERPP) Section 3 EAP and language skills 12 Academic reading for writing 13 Language and Academic Writing: Learning-to-Write and Writing-to-Learn-Language Perspectives 14 Dialogic interaction 15 Listening to lectures 16 Acquiring academic vocabulary Section 4 Research perspectives 17 Systemic Functional Semiotics and EAP 18 Corpus studies in EAP 19 Ethnographic perspectives on English for academic purposes research 20 Genre analysis 21 Multimodal approaches to English for academic purposes 22 Intercultural rhetoric 23 Critical perspectives 24 Diachronic studies in EAP Section 5 Pedagogic genres 25 Lectures 26 Textbooks 27 Seminars: student and expert research discussions 28 Three Minute Thesis presentations 29 PhD defences, vivas and confirmations 30 Digital pedagogic genres Section 6 Research genres 31 Genre approaches to theses and dissertations 32 The academic poster 33 Research articles 34 Academic presentations: A multimodal discourse analysis perspective 35 Digital research genres Section 7 Pedagogic practices 36 Needs analysis for curriculum design in academic settings 37 Materials and tasks for EAP 38 CALL and AI Literacy 39 Intertextuality and plagiarism 40 Corpus-based instruction in EAP 41 Online Language Learning and English for Academic Purposes 42 Artificial Intelligence: affordances and issues 43 Assessment of English for Specific Purposes Section 8 The EAP professional 44 EAP teacher education and development 45 Expertise in EAP Writing Instruction 46 Practitioner research into practice in EAP